session overview

Thursday 28th January 2010

14:00 - 15:00 Track 2 Session 5

Value and ROI in the real world

Our three speakers on this session all have direct experience of running learning programmes which have shown positive business impact. While they haven't all used traditional Kirkpatrick-style methods of evaluation, they certainly are all clear that they are able to demonstrate the value of what they have done. Join this session to learn more about how L&D professionals are showing value; question them about the pros and cons of their approaches, and get under the bonnet of how organisations today are really getting to grips with the issue of value.

P1: Let the business define 'value'

David Beckett, Assistant Director Organisational Development, Identity and Passport Service

A general formula for training's value does not exist - it is different for each organisation. At the Identity and Passport Service, David Beckett has worked with the business to understand and specify a complex training programme for some 600 staff. Success criteria were defined at the start and exceeded at the end - that's quantifiable success, in the business's own terms.

From 'training on process' to 'developing behaviours'
Continued post-training evaluation and improvement
Moving L&D from 'production' to 'performance'

P2: Be sure what success looks like

Kenny Henderson, Head of Talent Development Operations, Sky

Sky invests heavily in its people, and wants to know its money is spent wisely. So it has a clearly defined model for understanding value and a team member devoted to it. Before introducing their new e-learning induction programme, they first selected three measures that would demonstrate success. How did they get on?

Why it's crucial to define your direction from the start
Let the metrics guide your choice of vendor - not vice versa
Mixing cost-saving with improved efficiency

P3: Value is not always quantifiable

Ken Ingram, Head of e-Learning, National School of Government

Sometimes it is impossible to quantify the impact of a training programme, but still know it has added value. Last year security considerations meant the National School of Government had to train over 230,000 people to a deadline. An impact assessment will come, but the programme has already been declared successful. How is that possible?